RETHINKING SCHOOL CULTURE IN THE PANDEMIC: A DISCUSSION ABOUT THE EMERGING IMPLICATIONS OF ACTIVE METHODOLOGIES

Abstract

This research aims to discuss the emerging implications of active methodologies in the process of reflection on teaching practice and school culture in the complex scenario of the Covid-19 Pandemic. The methodological design follows the guidelines of research of a fundamental nature, of qualitative approach and that uses documentary and bibliographical research to work school culture, methodologies and active learning, pandemic context and its interfaces. It adopts the framework of the deductive method and follows as analytical orientation the educational hermeneutics as a data analysis procedure. It is noteworthy that a bibliographic survey of publications carried out between the years 2010 and 2023 were carried out, retrieved from databases and digital libraries, notably SciELO, Google Scholar, IBICT's Oasis metasearch engine, CAPES Periodicals Portal. It evidences the contributions of active methodologies to the practice of the teacher in the current educational scenario, which is characterized by the intense use of digital technologies. It emphasizes that the active methodologies constitute pedagogical strategies that can both promote the inclusion and participation of students in the construction of guidelines and the learning process, as well as give conditions for them to be able to systematize the objects of knowledge of the curricular units in the most distinct areas of knowledge. It concludes that the methodologies are inserted in the emerging school culture, while the student has skills that take him beyond the knowledge shared by teachers, given the possibilities of resources and digital environments, because they are resources with which students already live, so the teacher and other members of the school community should be familiar.